Reflection to move forward

References: Osterman, K. & Kottkamp, R.(1993). Reflective Practice for E

Reflective practice has many parts like the leaves within a fern.  Sometimes the reflections are small but lead onto larger growth.  Reflection can take more time with the input of readings and research but there is larger growth and outcomes. They all interconnect to make the larger leaf and all reflections contribute to my growth as a teacher and leader.

Criteria 5: Show leadership that contributes to effective teaching and learning. Professional knowledge in practice

Zeichner and Liston’s five levels of reflection 

have become more visible in the styles of reflections that I have been completing.  I now look for research to help solve the puzzles of practice.  I have always looked for new ideas and have been prepared to give new things a go but now including research and critically examining my own practice and theories in the light of academic theories has increased my awareness of what I do well and areas to improve on, especially within the leadership area.  Some parts have been reaffirming or have given names to what I have done naturally.  This has provided readings to support and has given me confidence to continue to head down this pathway.

Criteria 12: Use critical inquiry and problem-solving effectively in their professional practice.

Osterman and Kottkamp (1993) describe reflective practice as being "a challenging, demanding, and often trying process that is most successful as a collaborative effort."  There have definitely been times during this Mindlab journey that have been challenging, demanding and trying.  The first 16 weeks were highly collaborative with my Saturday morning group.  We were on the same journey and I found it was easier to bounce ideas and get a better understanding of new concepts that were discussed.    The second 16 weeks was more trying and challenging as it relied on developing relationships through the G+ community, communicating through the written word or involving the team at school who were not as invested in this process as I was.  I can see how having a team or even just more than one person involved from a setting would make this journey a lot easier.  This gives more weighting to working in collaborative teams which is backed up by my experience of shifting our teaching team to work collaboratively, have practice analysis conversations and team inquiries to problem solve through our personal teaching wonderings and to increase the achievement and engagement of target students.

Now what?
Like the fern I will continue to grow in different directions and it will now be with a more research background to my inquiries within my team and personally.
Like a fern, I need to find the best place for my journey to continue and to flourish.  I need to ensure that the vision I have for digital and collaborative teaching and learning is supported by a place and colleagues that are on the same journey or that I am in a place that I can contribute or lead towards this vision.
Like a fern, I need to be nourished.  My thirst for learning and challenging myself has only grown with this course and although I need a break right now, further learning will not be far away so I don't become stagnant in this changing education landscape.



References: 

Finlay, L. (2009). Reflecting on reflective practice. PBPL. Retrieved from http://www.open.ac.uk/opencetl/files/opencetl/file…

Osterman, K. & Kottkamp, R.(1993). Reflective Practice for Educators. California: Cornwin Press, Inc. Retrieved on 7th May, 2015 from http://www.itslifejimbutnotasweknowit.org.uk/files.